Atrial Fibrillation Paper – nursing homework essays

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Atrial Fibrillation Paper

Atrial Fibrillation Paper

Atrial fibrillition – title

have to be APA style

1 page cover

2 page of content

1 page for reference

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Atrial Fibrillation Paper

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Use the following coupon code :
NURSING10

 
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Direct Care Project – nursing homework essays

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Direct Care Project

Direct Care Project

Purpose

The purpose of this direct care project is for learners to apply the nursing process to a community health problem determined by their observations and data collected of vulnerable populations in their community. This is Part 2 of 4 in the Direct Care Project. Direct Care Project

Direct Care Project Overview

1. There are four parts to the Direct Care Project.

2. There will be graded Project Check-ins that correlate to each part.

3. The topic selected in Part 1 will be the same one used in Parts 2 through 4.

4. Review the table below for overview and due dates with each topic.

5. Carefully review the instructions, templates, tutorials, and rubrics for each part.

6. Contact your instructor with questions.

Overview Points Due Date Projects
      Air Quality Substance Use
Part 1: Assessment: Completed in Week 2
Part 2: Planning: Check-In 10 Wednesday of Week 4 Required, graded check-in on progress of assessing your community
Part 2: Planning the Presentation 150 Sunday end of Week 4 Create a PowerPoint presentation on the use of the Air Quality Flag Program. Create a presentation on the use of Screening, Brief Intervention, and Referral to Treatment (SBIRT)
Part 3: Implementing the Presentation Required Schedule presentation Saturday of Week 5 through Saturday Week 6 Present to a local organization that serves the identified vulnerable population and could implement the Air Quality Flag Program; Includes participant(s) completing a Pre- and Post-survey Present to a group of healthcare professionals that serves the identified vulnerable population and could implement SBIRT; Includes participants completing a Pre- and Post-survey
Part 3: Implementation: Check-In 10 Wednesday of Week 5 Required, graded check-in on progress of implementing your presentation
Part 4: Evaluation: Check-In 10 Wednesday of Week 6 Required, graded check-in on progress of evaluation of your presentation and project
Part 4: Evaluating the Project 140 Sunday end of Week 6 Evaluate learning and reflect on project. Evaluate learning and reflect on project.

Course Outcomes

This direct care project enables the student to meet the following course outcomes:

· CO2 Assess the health of populations, aggregates, and communities (PO4)

· CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)

· CO5 Utilize a collaborative approach to address factors that influence population health (PO2)

· CO6 Examine collaborative trends in community health nursing (PO2) Direct Care Project

Part 2 enables the student to meet the following course outcome:

· CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)

Due Date for Part 2

Sunday 11:59 PM MT at the end of Week 4

Points Possible for Part 2

150 Points

Late Assignment Policy

If the assignment is not submitted by due date, a late deduction will be applied. See rubric below.

Directions for Part 2

1. For this part of the direct care project, you will be creating a PowerPoint presentation based on the topic and problem identified in Part 1. If you chose air quality as your topic, you will present on the Air Quality Flag Program. If you chose substance use, you will present the SBIRT intervention model.

If you have chosen substance use, you will present to at least 3 practicing RN’s. You can present all at one time or individually. If you chose air quality, you will present to at least one organization leader. See the Direct Care Project module for FAQs.

2. Each topic has separate directions.

Download the Planning Your Presentation Directions for your corresponding topic.

Air Quality

·

· Air Quality Flag Program: Planning the Presentation Instructions (Links to an external site.)

Substance Use

·

· SBIRT: Planning the Presentation Instructions (Links to an external site.)

3. View the  Direct Care Project Part 2 Tutorial  (Links to an external site.) .

4. Download the template below and create a PowerPoint presentation for your selected group.

5. Create speaker notes for the PowerPoint presentation. These will assist you as you present and will be part of your assignment submission.

6. Utilize your own words and paraphrasing for all presentation content.

7. The presentation should be no fewer than 8 and no more than 15 slides. This does not include the introduction and reference slides.

8. Submit presentation in PDF for instructor approval. See  Submitting PowerPoint Notes Pages in PDF format (Links to an external site.) .

· You will present the PowerPoint to your audience, not the PDF, as you do not want the speaker notes to show to your audience members.

9. Note: You may not present until your presentation has been approved by your instructor.

· Review comments about your presentation from your instructor in Grades. Please see the Viewing Feedback on Assignments job aid in Resources. Your instructor will indicate what (if any) revisions are needed in your presentation and if it is approved to present as-is or once revisions are made.

**You may be instructed to resubmit depending on the revisions needed.

10. After your presentation is approved, see Week 5: Direct Care Project Part 3: Implementing Your Presentation. This is where you will find:

· Attendance form

· Pre-survey

· Post-survey

***The surveys you will give your audience pre and post presentation are already developed. You will submit the attendance form with the Part 4 submission and utilize the survey data in the Part 4 assignment. ***

Templates and Links

Click on the links below to download and view the resources for your project.

PowerPoint Presentation Template  (Links to an external site.)

Air Quality Flag Program  (Links to an external site.)  (website)

SBIRT  (Links to an external site.)  (website)

Best Practices

· Please use your browser’s File setting to save or print this page.

· Include your name and date on the title slide.

· Check for spelling and grammar errors prior to final submission.

· Use bullet points instead of long sentences or paragraphs

· Include graphics, photographs, colors, and themes.

· Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

Scholarly Sources and Citations

· Minimum of 3 references. See Presentation Instructions for references needed.

· Cite all resources in APA format on the slide where content occurs. Cite in lower corner/footer as prompted on template.

· Reference slide is in template. Hanging indent is not required.

**Academic Integrity**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Rubric

Direct Care Project Part 2: Planning the Presentation

Direct Care Project Part 2: Planning the Presentation
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCommunity Description

1. Relevant demographic data 2. Relevant epidemiological data
15 pts

Community description includes all relevant demographic and epidemiological data.

 13 pts

Community description includes most of the relevant demographic and epidemiological data.

 12 pts

Community description includes some relevant demographic and epidemiological data.

 6 pts

Community description includes minimal relevant demographic and epidemiological data.

 0 pts

Provides no community description

 

 15 pts
This criterion is linked to a Learning OutcomeProblem Description

1. Problem overview 2. Contributing factors
25 pts

Problem description includes a comprehensive overview and contributing factors.

 22 pts

Problem description includes an adequate overview and contributing factors.

 20 pts

Problem description includes a minimal overview and contributing factors.

 10 pts

Either problem overview OR contributing factors are missing.

 0 pts

Provides no problem description

 

 25 pts
This criterion is linked to a Learning OutcomeSBIRT OR Air Flag Program description

1. Elements; 2. Use; 3. Example; 4. Outcomes
40 pts

Comprehensively provides all four criteria

1. Elements; 2. Use; 3. Example; 4. Outcomes

 35 pts

Adequately provides all criteria

1. Elements; 2. Use; 3. Example; 4. Outcomes

 32 pts

Minimally provides all criteria OR one criterion is missing.

1. Elements; 2. Use; 3. Example; 4. Outcomes

 15 pts

Missing two to three criteria

1. Elements; 2. Use; 3. Example; 4. Outcomes

 0 pts

Provides no criteria

1. Elements; 2. Use; 3. Example; 4. Outcomes

 

 40 pts
This criterion is linked to a Learning OutcomeCommunity Resource

1. Describes one community resource that can assist with identified problem. 2. Assesses the 4 A’s (Affordability, Acceptability, Accessibility, Availability)
25 pts

One community resource described; Assesses the four A’s

 22 pts

One community resource described but one of the four A’s missing

 20 pts

One community resource described but two of the four A’s are missing

 10 pts

One community resource described but three of the four A’s are missing

 0 pts

Provides no resources OR all the four A’s are missing

 

 25 pts
This criterion is linked to a Learning OutcomeImplications

1. Provides comprehensive overview; 2. Explains how the implementation could impact outcomes; 3. Utilizes at least one scholarly reference as support.
15 pts

Provides comprehensive overview of the impact to audience, how the implementation could impact outcomes, and utilizes one scholarly reference.

 13 pts

Provides adequate overview of the impact to audience, how the implementation could impact outcomes, and utilizes one scholarly reference.

 12 pts

Overview and explanation are minimal OR missing one criterion

 6 pts

Missing two criteria

 0 pts

Provides no criteria

 

 15 pts
This criterion is linked to a Learning OutcomeConclusion

Includes brief overview of: 1. Community demographic and epidemiological data; 2. Problem; 3. Program/tool description; 4. Resources; 5. Implications; 6. Importance to improving population health outcomes
15 pts

Provides all six criteria.

Includes brief overview of: 1. Community demographic and epidemiological data; 2. Problem; 3. Program/tool description; 4. Resources; 5. Implications; 6. Importance to improving population health outcomes

 13 pts

Missing one criterion

 12 pts

Missing two to three criteria

 6 pts

Missing four to five criteria

 0 pts

Missing four or more criteria

 

 15 pts
This criterion is linked to a Learning OutcomeWriting and Design:

1. Writing contains no spelling or grammatical errors; 2. Bullet points used instead of long sentences or paragraphs; 3. Notes section is utilized; 4. Slides are visually appealing incorporating graphics, photographs, colors, and themes

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5 pts

Provides all four criteria

1. Writing contains no spelling or grammatical errors; 2. Bullet points used instead of long sentences or paragraphs; 3. Notes section is utilized; 4. Slides are visually appealing incorporating graphics, photographs, colors, and themes

 4 pts

Missing one criterion

 3 pts

Missing two criteria

 2 pts

Missing three criteria

 0 pts

Provides no criteria

 

 5 pts
This criterion is linked to a Learning OutcomeProfessionalism

1. Reference and title slide present; title slide includes name; 2. Assignment is 8 -15 slides (not including the title and reference slide); 3. Assignment submitted as PDF; 4. A minimum of three sources are used and cited in APA on slide where content occurs in lower corner/footer.
10 pts

Provides all four criteria

1. Reference and title slide present, title slide includes name; 2. Assignment is 8 -15 slides (not including the title and reference slide); 3. Assignment submitted as PDF; 4. A minimum of three sources are used and cited in APA on slide where content occurs in lower corner/footer.

 9 pts

Missing one criterion

 8 pts

Missing two criteria

 4 pts

Missing three criteria

 0 pts

Provides no criteria

 

 10 pts
This criterion is linked to a Learning OutcomeLate Deduction
0 pts

No points deducted

Submitted on time

 0 pts

Not submitted on time – Points Deducted (5% deduction per day)

1 day late = 7.5 Deduction; 2 day late = 15 Deduction; 3 day late = 22.5 Deduction; 4 day late = 30 Deduction; 5 day late = 37.5 Deduction; 6 day late = 45 Deduction; 7 day late = 52.5 Deduction; Score of 0 if more than 7 days late

 

 0 pts
Total Points: 150

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Issues And Trends Journal 1

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Issues And Trends Journal 1

Issues And Trends Journal 1

Why is a DNR important? What is the nurses role in a DNR? What would you do if the family of the patient asks why aren’t you doing anything, please do something to help?

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Issues And Trends Journal 1

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Get a 10 % discount on an order above $ 100
Use the following coupon code :
NURSING10

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Staffing Plan & Staffing Budget.

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Staffing Plan & Staffing Budget.

Staffing Plan & Staffing Budget.

  • Discuss the benefits and disadvantages of a facility using supplemental and floating staff.
  • Compare and contrast how a staffing plan would differ with different nursing units. How does that affect the staffing budget?
  • 500 words, 2 academic resources 2017-2022, NO WEBSITE REFERENCES!!!!!!!!!!!

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Staffing Plan & Staffing Budget.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Get a 10 % discount on an order above $ 100
Use the following coupon code :
NURSING10

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

RUA: Discharge Teaching Guidelines – nursing homework essays

/in /by

Reference:

Tobian, A. A. R., Gray, R. H., & Quinn, T. C. (2010, January). Male circumcision for the prevention of acquisition and transmission of sexually transmitted infections: The case for neonatal circumcision. Archives of pediatrics & adolescent medicine. Retrieved October 4, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2907642/.

 

 

 

References

Chamberlain University. (2021). Module, Week 5: Diagnostic and Laboratory Tests for Newborn, NR327 – Maternal Child Nursing: Chamberlain University College of Nursing. Retrieved (09/27/2021) from https://chamberlain.instructure.com/courses/89158/pages/week-5-diagnostic-and-laboratory-tests-for-newborns?module_item_id=12699014

Malm-Buatsi, E., Anderson, A. G., Gubbins, E., Page Phillips, E., Maizels, M., & Washington, K. T. (2020). A qualitative study of parental preferences for post circumcision care education. Journal of pediatric urology, 16(1), 46-e1.

Many, B. T., Rizeq, Y. K., Vacek, J., Cheon, E. C., Johnson, E., Hu, Y. Y., … & Goldstein, S. D. (2020). A contemporary snapshot of circumcision in US children’s hospitals. Journal of pediatric surgery, 55(6), 1134-1138.

MedlinePlus. (2019). Hypospadias Repair: U.S. National Library of Medicine: MedlinePlus. Retrieved (10/05/2021) from https://medlineplus.gov/ency/article/003000.htm

Miles, K. (2021, Feb. 5). Circumcision in newborn boys: babycenter.com. Retrieved (09/02/2021) from https://www.babycenter.com/baby/newborn-baby/circumcision-in-newborn-boys_10419911

Morris, B. J., Kennedy, S. E., Wodak, A. D., Mindel, A., Golovsky, D., Schrieber, L., … & Ziegler, J. B. (2017). Early infant male circumcision: systematic review, risk-benefit analysis, and progress in policy. World journal of clinical pediatrics, 6(1), 89.

National Organization of Circumcision Information Resource Centers Intactivists. (2019, January 24). ©2001-2011 NOCIRC. http://www.nocirc.org/

Newman, T. (2020, April 24). Benefits and Risks of Circumcision:MedicalNewsToday.com. Retrieved (09/13/2021) from Circumcision: Possible benefits, recovery, and risks (medicalnewstoday.com)

 

 

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References Cont’

Owings, M., Uddin, S., and Williams, S. (2015).Trends in Circumcision for Male Newborns in U.S. Hospitals: 1979-2020: Centers for Disease Control and Prevention. Retrieved (09/06/2021) from Products – Health E Stats – Trends in Circumcision Among Male Newborns Born in U.S. Hospitals: 1979–2010 (cdc.gov)

Shapiro E. (1999). American academy of pediatrics policy statements on circumcision and urinary tract infection. Reviews in urology, 1(3), 154–156. Retrieved (09/06/2021) from American Academy of Pediatrics Policy Statements on Circumcision and Urinary Tract Infection (nih.gov).

The American College of Obstetricians and Gynecologist. (2019). Newborn Male Circumcision: American College of Obstetricians and Gynecologist (ACOG). Retrieved (10/5/2021) from https://www.acog.org/womens-health/faqs/newborn-male-circumcision#:~:text=Circumcision%20reduces%20the%20bacteria%20that,the%20first%20year%20of%20life.

Tobian, A. A. R., & Gray, R. H. (2011, October 5). The medical benefits of male circumcision. JAMA. Retrieved October 4, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3684945/.

Tobian, A. A. R., Gray, R. H., & Quinn, T. C. (2010, January). Male circumcision for the prevention of acquisition and transmission of sexually transmitted infections: The case for neonatal circumcision. Archives of pediatrics & adolescent medicine. Retrieved October 4, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2907642/.

Tobian, A. A. R., Gray, R. H., & Quinn, T. C. (2010, January). Male circumcision for the prevention of acquisition and

transmission of sexually transmitted infections: The case for neonatal circumcision. Archives of pediatrics & adolescent medicine. Retrieved October 4, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2907642/.

 
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Moral Distress For Nursing Essay

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Moral Distress For Nursing Essay

Moral Distress For Nursing Essay

Many nurses are very concerned about what lies in the future of their careers. Each generation has their challenges, but this generation will probably always remember COVID-19. As nurses, we had to reflect on what happened during those days and we needed to soul search because of what we had to confront as nurses. Some of you are on the front lines of this pandemic taking care of patients that are affected.

Instructions:

  1. Go to the American Association of Critical-Care Nurses (AACN) website and read about moral distress.
  2. Please share a couple of experiences that you may have had or that you may imagine that you would have caring for a patient with COVID-19
    • Example: It really disturbs me that a person that is dying cannot communicate with their family. As a proponent of palliative care and hospice and all the ideas connected to this I am adamantly against any person going through the dying process without family present. This has really disturbed me to the point that I am personally dealing with feelings of distress that I cannot come up with an answer.
  3. Distinguish between moral distress, burnout and compassion fatigue. Classify the example that is given above.
  4. Read the AACN Position Statement: Moral Distress in Times of Crisis. Comment on the AACN Position Statement. Do you believe the same things about moral distress. What do you believe?
  5. Your post should:
    • Answer the questions as thoroughly and concisely as possible.
    • Be sure to reference any works that you utilize in answering the questions (Be sure that references are in APA format).

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Evidence Based Assignment Paper. – nursing homework essays

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Assignment: Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice

Change The collection of evidence is an activity that occurs with an endgame in mind. For

example, law enforcement professionals collect evidence to support a decision to

charge those accused of criminal activity. Similarly, evidence-based healthcare

practitioners collect evidence to support decisions in pursuit of specific healthcare

outcomes.

In this Assignment, you will identify an issue or opportunity for change within your

healthcare organization and propose an idea for a change in practice supported by an

EBP approach.

To Prepare:

● Reflect on the four peer-reviewed articles you critically appraised in Module 4,

related to your clinical topic of interest and PICOT.

● Reflect on your current healthcare organization and think about potential

opportunities for evidence-based change, using your topic of interest and PICOT

as the basis for your reflection.

● Consider the best method of disseminating the results of your presentation to an

audience.

The Assignment: (Evidence-Based Project)

Part 4: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following:

● Briefly describe your healthcare organization, including its culture and readiness

for change. (You may opt to keep various elements of this anonymous, such as

your company name.)

● Describe the current problem or opportunity for change. Include in this

description the circumstances surrounding the need for change, the scope of the

 

 

issue, the stakeholders involved, and the risks associated with change

implementation in general.

● Propose an evidence-based idea for a change in practice using an EBP

approach to decision making. Note that you may find further research needs to

be conducted if sufficient evidence is not discovered.

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● Describe your plan for knowledge transfer of this change, including knowledge

creation, dissemination, and organizational adoption and implementation.

● Explain how you would disseminate the results of your project to an audience.

Provide a rationale for why you selected this dissemination strategy.

● Describe the measurable outcomes you hope to achieve with the implementation

of this evidence-based change.

● Be sure to provide APA citations of the supporting evidence-based peer reviewed

articles you selected to support your thinking.

● Add a lessons learned section that includes the following:

○ A summary of the critical appraisal of the peer-reviewed articles you

previously submitted

○ An explanation about what you learned from completing the Evaluation

Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)

 
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Discussion, Professional Capstone And Practicum Reflective Journal.

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Discussion, Professional Capstone And Practicum Reflective Journal.

Discussion, Professional Capstone And Practicum Reflective Journal.

Professional Capstone and Practicum Reflective Journal

WEEK 8 :   Health policy

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. WEEK 8 :   Health policy :
  2. Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way

 

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Evaluate two health websites using the PEMAT rubric posted under resources in this module.

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Evaluate two health websites using the PEMAT rubric posted under resources in this module.

Evaluate two health websites using the PEMAT rubric posted under resources in this module.

1. Evaluate two health websites using the PEMAT rubric posted under resources in this module. These websites can be about any health-related topic that interests you. Drop the topic in your search engine and see what sites appear — that’s how your patients do it! What are they reading? is it valuable?

Score the websites using the PEMAT rubric from the AHRQ website. What are the strengths and limitations of the sites? Submit the tool evaluating both sites and discuss your findings in a 2–3-page summary. The summary should include an overview of the sites you chose, a description of both the understandability and actionability subscores, and the pros and cons of the sites.

This assignment should be completed using APA 7th edition format with a title page and references. Evaluate two health websites using the PEMAT rubric posted under resources in this module.

2.  Conduct a search using a digital library and the internet to extend your knowledge about healthcare smart cards. Summarize the results of your search and cite sources (1-page limit). Would you use a healthcare smart card? Why or why not?

  • attachment

    PEMATandSmartCardrubric.docx

1. Evaluate two health websites using the PEMAT rubric posted under resources in this module. These websites can be about any health-related topic that interests you. Drop the topic in your search engine and see what sites appear — that’s how your patients do it! What are they reading? is it valuable?

Score the websites using the PEMAT rubric from the AHRQ website. What are the strengths and limitations of the sites? Submit the tool evaluating both sites and discuss your findings in a 2–3-page summary. The summary should include an overview of the sites you chose, a description of both the understandability and actionability subscores and the pros and cons of the sites.

This assignment should be completed using APA 7th edition format with a SoN title page and references.

 

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Exemplary Accomplished Developing Beginning
Evaluation of quality of health websites including strengths and limitations. Points Range:35 (35.00%) – 40 (40.00%)

Both websites identified and summarized including detailed strengths and limitations.

 Points Range:30 (30.00%) – 34 (34.00%)

Both websites identified and summarized including strengths and limitations.

 Points Range:10 (10.00%) – 29 (29.00%)

Both websites are not identified and summarized OR didn’t include strengths and limitations.

 Points Range:0 (0.00%) – 19 (19.00%)

Both websites are not identified and summarized AND didn’t include strengths and limitations.
Integration of PEMAT score findings Points Range:17 (17.00%) – 20 (20.00%)

Understandability and actionability scores for each site are thoroughly explained.

 Points Range:13 (13.00%) – 16 (16.00%)

Understandability and actionability scores for each site are present but not explained in detail.

 Points Range:9 (9.00%) – 12 (12.00%)

Understandability and actionability scores for each site are minimally explained.

 Points Range:0 (0.00%) – 8 (8.00%)

Understandability and actionability scores for each site are missing or not explained.
Writing Quality Points Range:18 (18.00%) – 20 (20.00%)

Posts show above average writing style and clear using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, and spelling errors. 0-1 APA errors.

 Points Range:15 (15.00%) – 17 (17.00%)

Posts show average writing style using standard English with little grammar, punctuation, and spelling errors. 2-3 APA errors

 Points Range:10 (10.00%) – 14 (14.00%)

Posts show an average and/or casual writing style with some errors in spelling, grammar, punctuation, and usage. 4-5 APA errors

 Points Range:0 (0.00%) – 9 (9.00%)

Posts show a below average/poor writing style in terms of appropriate standard English writing style, clarity, language used, and grammar. >5 APA errors
PEMAT Scoring forms Included Points Range:20 (20.00%) – 20 (20.00%)

Both tools complete and submitted

 Points Range:15 (15.00%) – 15 (15.00%)

One tool incomplete

 Points Range:10 (10.00%) – 10 (10.00%)

Both tools incomplete or 1 tool missing

 Points Range:0 (0.00%) – 0 (0.00%)

No tools submitted

 

Name:Website Comparison Using PEMAT

 

 

2.Conduct a search using a digital library and the internet to extend your knowledge about healthcare smart cards. Summarize the results of your search and cite sources (1 page limit). Would you use a healthcare smart card? Why or why not?

Exemplary Accomplished Developing Beginning
Responsiveness to discussion prompts Points Range:36 (36.00%) – 40 (40.00%)

All components of discussion prompt addressed. Well-developed viewpoint showing strong logical thinking, reasoning, and analysis with evidence and examples.

 Points Range:31 (31.00%) – 35 (35.00%)

Most components of discussion prompt addressed logical thinking, reasoning, and/or analysis for most part; viewpoint is supported with evidence and/or examples.

 Points Range:20 (20.00%) – 30 (30.00%)

Minimal components of discussion prompt addressed Ideas expressed are general in nature and/or occasionally may not be relevant.

 Points Range:0 (0.00%) – 19 (19.00%)

Minimal or no components of discussion prompt addressed. Ideas expressed lack depth, are off-topic and/or confusing to follow. Viewpoint, if given, is not supported with evidence or examples.
Application of assigned readings, etc. Points Range:16 (16.00%) – 20 (20.00%)

Very clear that readings (or other materials) were understood by incorporation into postings.Incorporates sources other than those provided.

 Points Range:11 (11.00%) – 15 (15.00%)

Somewhat clear that readings (or other materials) were understood by incorporation into postings.Incorporates only those sources provided.

 Points Range:10 (10.00%) – 14 (14.00%)

Somewhat unclear that readings (or other materials) were understood by incorporation into postings. No references provided.

 Points Range:0 (0.00%) – 9 (9.00%)

Postings reflects no evidence of understanding of assigned readings (or other materials). Short statements such as “I agree with…”. No references cited.
Writing Quality Points Range:18 (18.00%) – 20 (20.00%)

Posts show above average writing style and clear using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, and spelling errors. 0-1 APA errors.

 Points Range:15 (15.00%) – 17 (17.00%)

Posts show average writing style using standard English with little grammar, punctuation, and spelling errors. 2-3 APA errors

 Points Range:10 (10.00%) – 14 (14.00%)

Posts show an average and/or casual writing style with some errors in spelling, grammar, punctuation, and usage. 4-5 APA errors

 Points Range:0 (0.00%) – 9 (9.00%)

Posts show a below average/poor writing style in terms of appropriate standard English writing style, clarity, language used, and grammar. >5 APA errors
Response to Posts Points Range:16 (16.00%) – 20 (20.00%)

All components of discussion prompt addressed. Well-developed viewpoint showing strong logical thinking, reasoning, and analysis with referenced evidence and examples other than those provided.

 Points Range:11 (11.00%) – 15 (15.00%)

Most components of discussion prompt addressed logical thinking, reasoning, and/or analysis for most part; viewpoint is supported with referenced evidence and/or examples.

 Points Range:6 (6.00%) – 10 (10.00%)

Minimal components of discussion prompt addressed Ideas expressed are general in nature and/or occasionally may not be relevant. No references cited.

 Points Range:0 (0.00%) – 5 (5.00%)

components of discussion prompt addressed. Ideas expressed lack depth, are off-topic and/or confusing to follow. Viewpoint, if given, is not supported with evidence or examples.

Name:DB: Smart Cards

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Patient Safety And A Culture Of Safety.

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Patient Safety And A Culture Of Safety.

  • attachment

    DNP_Discussion_Guidelines1.docx

DNP Discussion Guidelines

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Due Date

The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions. Patient Safety And A Culture Of Safety.

Discussion Criteria

Review the discussion criteria: Patient Safety And A Culture Of Safety.

Application of Course Knowledge

· The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.

Engagement in Meaningful Dialogue

· The student responds to a student peer and course faculty to further dialogue.

· Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.

· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.

 

 

 

 

· The peer response must occur on a separate day from the initial posting.

· The peer response must occur before Sunday, 11:59 p.m. MT.

· The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

· Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.

· The faculty response must occur on a separate day from the initial posting.

· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.

· This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

Integration of Evidence

· The student post provides support from a minimum of at least three (3) sources which may include assigned readings, or weekly module content, or outside scholarly sources. The scholarly source when used is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years, and 4) an in-text citation. The student initial response to the graded discussion must include at least 1 source. Responses to peer and/or faculty, citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards then apply.

· It is important that student utilizes support from the literature that is grounded in the literature providing sources relevant to the discussion posting. One source may come from the online weekly content.

· Scholarly Sources

· Two (2) scholarly sources should be used in the discussion board assignments across the week.

· These include peer-reviewed publications.

· Textbooks are not considered scholarly sources. However, in some assignments, support from textbooks may be used on a limited basis when accompanied with additional scholarly sources if specified in the assignment guidelines or with instructor approval.

· Scholarly sources may be present in the weekly readings and students may choose to utilize these.

· Wikipedia, Wikis, .com website or blogs should not be used.

· Sources should be no more than five years old unless they are historical or seminal references or approved by your instructor.

· Literature Sources:

· Grey literature is scholarly but not peer-reviewed. These resources can be used but do not meet requirements for peer-reviewed sources.

 

 

 

 

 

 

 

· Refer to the assignment guidelines to determine which grey literature sources (e.g., professional organization website, white papers) are appropriate to be used for discussions or assignments and would constitute receiving full credit for using this resource in the paper or discussion.

· Government reports are actually part of the grey literature – they are not peer reviewed and the government’s main purpose is not the publication of literature.

· Internet resources on dissertations, a form of grey literature, provide additional views on the scholarly level of this literature

· Papers written for Chamberlain College of Nursing should be the student’s original work and contain no more than one short quotation for every three pages or as designated in the assignment guidelines. Quotations should be avoided if possible.

(Chamberlain Guidelines for Writing Professional Papers, 2020)

Professionalism in Communication

· The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

Wednesday Participation Requirement

· The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

Total Participation Requirement

· The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

 

Rubric

Discussion Criteria Highest Level Performance: A Very Good or High Level of Performance: B Acceptable Level of Performance: C Failing Level of Performance: F
Left blank 10 points 9 points 8 points 0 points
Application of Course Knowledge:

Answers initial discussion question(s)/ topic(s), demonstrating knowledge, understanding of weekly concepts.

 Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.

 

 Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.

 

 Does not address the initial question(s).

 
Engagement in Meaningful Dialogue with Peers and Faculty:

The student responds to a student peer and course faculty to further dialogue.

 Responds to student peer AND course faculty furthering dialogue by providing more information and clarification, adding much depth to discussion. Responds to a student peer AND course faculty furthering the dialogue by adding some depth to the discussion. Responds to a student peer and/or course faculty, adding minimal depth to the discussion. No response post to another student or course faculty.
Integration of Evidence:

Includes assigned readings, or weekly module content, or outside scholarly sources.

Includes three sources to support weekly concepts.

A scholarly source is defined on page 2 of these guidelines. These sources may be evident across the 3 postings.

 Sources are credited.*

At least 3 sources to support posts.

 Sources are credited.*

At least 2 sources to support posts.

 Sources are credited.*

At least 1 source to support posts.

 No scholarly source provided to support posts.

 

 

Professionalism in Communication Presents information using clear, concise language in organized manner (0-1 error patterns in English grammar, spelling, syntax, and punctuation). Presents information using clear, concise language in organized manner (2-3 error patterns in English grammar, spelling, syntax, and punctuation). Presents information using understandable language; information is not organized

4-5 error patterns in English grammar, spelling, syntax, and punctuation).

 Presents information that is not clear, logical, professional, or organized; reader has difficulty understanding the post; 6 or more error patterns in English grammar, spelling, syntax, punctuation).

 

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Participation

Left blank 5 points 0 points
Participation Wednesday Response: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. MT. Posts substantive response to initial discussion question(s) by Wednesday, 11:59 p.m. MT. Does not post substantive response to initial discussion question(s) by Wednesday, 11:59 p.m. MT.
Total Participation

Responses: Participates in discussion thread at least three times on at least 2 different days.

 Posts in discussion at least three times

AND on two different days during discussion week.

 Posts fewer than three times

OR does not participate on at least two different days during discussion week.

 

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.

A zero is the lowest score that a student can be assigned.

Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.

 

* Using APA style and formatting, in text citations are included for all sources. Matching references are included for all in-text citations. Due to the formatting constraints of Canvas, references included in the discussion must include complete information. Canvas will not allow a hanging indent; it is not required.

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